Project MUSE®: portal: Libraries and the Academy - Latest Articles
https://muse.jhu.edu/journal/159
Project MUSE®: Latest articles in portal: Libraries and the Academy.daily12026-05-16T00:00:00-05:00text/htmlen-USVol. 1 (2001) through current issueLatest Articles: portal: Libraries and the AcademyTWOProject MUSE®portal: Libraries and the Academy1530-71311531-2542Latest articles in portal: Libraries and the Academy. Feed provided by Project MUSE®Continuing the Work: Mentoring and Care in the Peer Review Process
https://muse.jhu.edu/article/986763
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In portal's first editorial, "Through portal," then Editor Gloriana St. Clair outlined three strategic directions for the new journal, including the charge to "[p]rovide a more inviting, constructive, and productive environment for authors."1More than 25 years later, we continue to build on St. Clair's forward-thinking directive. Mentoring remains an essential element of portal's editorial philosophy and mission and connects authors, reviewers, and editors in the goal of building a mutually supportive publication process. Mentoring helps new and emerging researchers navigate peer review while working toward their publishing goals. For portal, mentoring is not an optional enhancement to editorial work; it is
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallContinuing the Work: Mentoring and Care in the Peer Review Process2026-03-31text/htmlen-USContinuing the Work: Mentoring and Care in the Peer Review Process2026-03-312026TWOProject MUSE®229942026-05-16T00:00:00-05:002026-03-31Innovating Education in Research Data Services in Academic Libraries: A Qualitative Analysis of Student Experiences in a Collaborative Research Program
https://muse.jhu.edu/article/986764
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This qualitative case study explores student experiences with Seton Hall University (SHU) Libraries' Research Data Services (RDS) DataLab program. This program connects faculty members working on data-intensive research projects with students, enabling them to collaborate on these projects while a member of the RDS team oversees and assists with all areas of the data lifecycle. By placing this research program in the library directly, students and faculty work with librarians and other data experts on their projects. Situating these relationships at the nexus of Research Data Services and librarianship provides students insights into key tenets of librarianship, such as information literacy, data literacy, and
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallInnovating Education in Research Data Services in Academic Libraries: A Qualitative Analysis of Student Experiences in a Collaborative Research Program2026-03-31text/htmlen-USInnovating Education in Research Data Services in Academic Libraries: A Qualitative Analysis of Student Experiences in a Collaborative Research Program2026-03-312026TWOProject MUSE®730132026-05-16T00:00:00-05:002026-03-31Adopting the Reboot Mindset: The Library Instruction Reboot Revisited
https://muse.jhu.edu/article/986765
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In 2018, the Library Learning Services (LLS) department at Penn State University did the unthinkable and stopped teaching for an entire spring semester to engage in what they termed a 'Reboot' of their foundational information literacy instruction program. Pausing teaching activities allowed the library unit, which is situated as the instructional strategy and leadership team for the University Park campus of the Penn State Libraries, to intentionally and mindfully shape the future of their teaching program. It also provided an opportunity for a team that had grown significantly in number and expertise over the preceding five years to leverage strategically the strengths of existing unit personnel and identify ways
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallAdopting the Reboot Mindset: The Library Instruction Reboot Revisited2026-03-31text/htmlen-USAdopting the Reboot Mindset: The Library Instruction Reboot Revisited2026-03-312026TWOProject MUSE®762412026-05-16T00:00:00-05:002026-03-31Awareness and Usage of e-PG Pathshala: A Study of Post-Graduate Students of Central University of Punjab (India)
https://muse.jhu.edu/article/986766
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Modern technology has influenced the world across different domains, the educational sector being no exception. The development of various digital devices and the rapid growth in the network, particularly the Internet, has brought a swift change in the mode of education, from the traditional method of teaching and learning to advanced learning with the help of various technologies.1 In addition, information and communication technologies integration has improved education's flexibility, accessibility and ability to respond to the diverse needs of students worldwide.2 Due to the COVID epidemic, the entire globe has shifted to a more online style of learning; this change has significantly impacted the education
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallAwareness and Usage of e-PG Pathshala: A Study of Post-Graduate Students of Central University of Punjab (India)2026-03-31text/htmlen-USAwareness and Usage of e-PG Pathshala: A Study of Post-Graduate Students of Central University of Punjab (India)2026-03-312026TWOProject MUSE®519812026-05-16T00:00:00-05:002026-03-31The Illusion of Opportunity: Reimbursement Policies and the Academic Librarian
https://muse.jhu.edu/article/986767
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As academic librarians in the United States, the authors are intimately familiar with the painful process of requesting and receiving reimbursement for attending professional development events or completing professional service and scholarship. While a previous paper looked at the general financial inequity inherent in professional development practices for academic librarians, one pain point that surfaced frequently in the study was reimbursement as a culture within academic institutions.1 In this previous research, and in our own personal experiences as academic librarians, the authors noted issues with the lack of transparency surrounding the reimbursement process (what is or is not covered for reimbursement
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallThe Illusion of Opportunity: Reimbursement Policies and the Academic Librarian2026-03-31text/htmlen-USThe Illusion of Opportunity: Reimbursement Policies and the Academic Librarian2026-03-312026TWOProject MUSE®1260442026-05-16T00:00:00-05:002026-03-31Electronic Book Acquisition Strategies in Academic Libraries: A Review of the Literature
https://muse.jhu.edu/article/986768
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On February 18, 2025, Clarivate announced that it would eliminate perpetual licenses for electronic books (e-books) and no longer support demand-driven acquisitions (DDA).1 This abrupt and consequential change has left many librarians reevaluating their options within the e-book marketplace and returning to the question of how to strategically build collections and offer access to their respective communities. Clarivate's actions introduced operational uncertainty and reinforced concerns about their lack of price transparency, if not an explicit strategy of pricing discrimination.2 Librarians have developed and refined their e-book strategies over time; Clarivate's new strategy—developed without consulting
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallElectronic Book Acquisition Strategies in Academic Libraries: A Review of the Literature2026-03-31text/htmlen-USElectronic Book Acquisition Strategies in Academic Libraries: A Review of the Literature2026-03-312026TWOProject MUSE®1953462026-05-16T00:00:00-05:002026-03-31Interdisciplinary Collaboration and Library Instruction: A Case for Lesson Study
https://muse.jhu.edu/article/986769
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Librarians and course faculty have long collaborated to design one-shot library instruction sessions, often resulting in library instruction that better meets student and curricular needs. An important aspect of these collaborations is the relationship itself and how both parties navigate disciplinary differences in teaching and information literacy. This article aims to focus on the relationship aspect of interdisciplinary collaborations between librarians and course faculty through the lens of the Japanese collaboration method lesson study.Lesson study is a collaborative methodology designed for a group of teachers to learn from one another and improve their teaching by developing, assessing, and reflecting on a
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallInterdisciplinary Collaboration and Library Instruction: A Case for Lesson Study2026-03-31text/htmlen-USInterdisciplinary Collaboration and Library Instruction: A Case for Lesson Study2026-03-312026TWOProject MUSE®1353092026-05-16T00:00:00-05:002026-03-31Openness in the Archives: Educational Equity and Primary Sources
https://muse.jhu.edu/article/986770
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Supporting educational equity and the need for affordable course content are frequently highlighted as strategic priorities for academic libraries and broad swaths of the education sector. As frequently cited, student out-of-pocket costs for textbooks increased nearly 41 percent between July 2011 and May 2018, according to the Consumer Price Index. Despite decreases between 2018 and 2020, prices as of January 2023 were again up over seven percent.1 The average postsecondary student spent between $628 and $1,200 annually for books and supplies during the 2021–2022 academic year. Furthermore, 25 percent of students reported that they had to work extra hours, and 11 percent even reported skipping meals to afford their
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallOpenness in the Archives: Educational Equity and Primary Sources2026-03-31text/htmlen-USOpenness in the Archives: Educational Equity and Primary Sources2026-03-312026TWOProject MUSE®1449872026-05-16T00:00:00-05:002026-03-31Remote Work Policies in Academic Libraries Before, During, and Immediately After the Height of the COVID-19 Pandemic
https://muse.jhu.edu/article/986771
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The two-plus years of remote work during the COVID-19 pandemic demonstrated the large-scale feasibility of remote work in a way that was not possible in pre-pandemic academic librarianship. The emergency pivot in March 2020, to online-only services, the hybrid combination of remote and on-site work for many librarians in the following months, and the subsequent new normal have resulted in shifts in the acceptance and expectations around remote work availability in academic libraries. However, there are real-world differences among the existence of formal policies, stated organizational support, and decisions about who is allowed to work remotely. Additionally, because every institution handled the pandemic in their
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/159/image/coversmallRemote Work Policies in Academic Libraries Before, During, and Immediately After the Height of the COVID-19 Pandemic2026-03-31text/htmlen-USRemote Work Policies in Academic Libraries Before, During, and Immediately After the Height of the COVID-19 Pandemic2026-03-312026TWOProject MUSE®1153392026-05-16T00:00:00-05:002026-03-31